Skip Nav Destination
Close Modal
Update search
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
NARROW
Format
Journal
Article Type
Date
Availability
1-2 of 2
Ryan E. Langendorf
Close
Follow your search
Access your saved searches in your account
Would you like to receive an alert when new items match your search?
Sort by
Journal Articles
The American Biology Teacher (2017) 79 (8): 635–643.
Published: 01 October 2017
Abstract
Biology teachers inevitably struggle with how best to teach evolution. Students arrive in their classrooms with preconceptions, many of which are overwhelmingly skeptical, and science teachers are increasingly being pressured to adhere to an arbitrary degree of objectivity that makes discussing scientific worldviews challenging. These challenges have resulted in evolution being taught largely as a series of explanations for questions arising from observations of the living world. In so doing, students may not have a chance to grapple with the worldview that produced those explanations, or develop a more mechanistic intuition for inheritance and change in the world they see around themselves. Here we put forth all the tools necessary for a class to build a simulation of an evolving population experiencing natural selection from scratch in a Google Docs spreadsheet. Not only will this activity help students experiment with the natural world more mechanistically, but it will also allow them to learn as actual evolutionary biologists do.
Journal Articles
The American Biology Teacher (2017) 79 (6): 500–501.
Published: 01 August 2017